Das Leksheyling-Schulprojekt in Kathmandu, Nepal (2011-2015)

The Room

1. Finding an appropriate room

   The abbot of the monastery, Chöje Lama Phuntsok, allowed to use a centrally located room on the ground floor. Yet before the room (ca. 37 square meters) can be equipped to become the "Literacy Room" the leaky ceiling has to be thoroughly repaired. Meanwhile he built up a new room on one of the roof tops which we can use as a Literacy Room (same size).

2. Equipping the room adequately

   The room should be equipped with functional furniture to be used for many purposes. The furniture should also be able to survive the climatic conditions of this area.

   1. Purchasing suitable books

      The core of the room is an adequate selection of suitable books. To find out what the students are interested in reading, a questionnaire was developed in March 2013 and filled out by a number of students of the age group 9 to 14 years at Leksheyling School (see attached form). The questionnaire asked the students about the content of books to be purchased, and where and how they would like to read. At the end, they could freely express themselves, in words and pictures, about their favourite reading subjects.

      The questionnaires were assessed and, according to the answers, about 100 books bought at various book stores in Kathmandu. The project officers of the UNESCO Office in Kathmandu, Mr. Tap Raj Pant and Mr. Tapash Bhattaral of the project "Read", recommended the best shops for suitable children's literature.

      The children's literature already existing in the monastery was critically appreciated with parts being disposed of. Adequate literature was kept and repaired.

      To these first books others in Nepali and Tibetan but also in English have to be added. Fortunately, adequate children's literature in English is easily and relatively cheaply available in Kathmandu.

   2. Purchasing of materials for creative work

      A complete activity-based concept of literacy also includes creative writing and designing - beyond the range of a single subject area. This can be achieved by having various materials available which motivate to design creatively like different kinds of paper, pencils, etc. The school already has games for English lessons, as well as board and card games which are all to be integrated into the literacy room.

   3. Furniture

      
      Library in India, Marie-Therese Schins

   4. Inventory and catalogue

      The books purchased so far are, without exception, in English. They have been filed. The books in Nepali and Tibetan are similarly filed by the teachers (there is a problem with different Asian characters).

      Each book has been stamped several times:

      "Belonging to the Literacy Room of Leksheyling Monastery School“.

Sustainability

1. Creation of a continuously shadowing Literacy Room Committee

   A committee has been created supporting the realization of the Literacy Room and its didactic concept.

   
   Committee member (from left to right): Chöje Lama Phuntsok, Dr. Gabriele Rabkin, Khenpo Namgyal, Ani Kelsang Alvermann, Khenpo Lodhen.

2. Teacher Training: Introducing teachers to the use and didactic concept of the Literacy Room

   The teachers are to get to know the didactic concept of the Literacy Room via teacher training. It is to be developed together with them and adapted to their needs in the classroom.

3. A common and continuous user concept is to be developed

   Classes and small groups will use the Literacy Room during lessons. There will be special opening hours for individual use with a teacher present at all times.

4. Setting up a list of rules for teachers and students how to properly use the Literacy Room

   A small list of general rules for teachers and students will be set up.

   (Attached is an example from Hamburg "Rules of use of the Reading City for students and teachers)

Integration into the concept of intergenerational and life-long learning

1. A further step: Integrating Tibetan women attending literacy courses at the monastery

   
   

   The idea of intergenerational learning could be integrated, too, as other learner groups could also work in the Room together with the young students. An example could be a group of Tibetan women learning at no cost and regularly Tibetan (literacy course) who, in turn, would support the younger kids with their personal hygiene and laundry. This could be even further developed with the Literacy Room becoming a meeting place where the women could playfully learn together with the young students.

2. The Literacy Room should also become accessible to other literacy projects

   In the long run, the concept of a "Literacy Room" - especially regarding the last point - could become integrated into the pilot project "Family Literacy in Nepal" of the UNESCO Kathmandu Office Nepal. The pilot project could profit from the monastic experiences making them accessible to other places of the pilot project. In turn, experiences within the pilot project could be adapted to the conditions prevalent in the monastery.

   
   First Meeting with Tap Raj Pant, UNESCO Office Kathmandu, at Leksheyling in March 2013

Timeline

1. Building up a new Literacy Room on one of the monasteries rooftops
2. Purchasing of literacy material with continuous additions(mainly in English and Nepali)
3. Setting up a filing system
4. Purchasing of furniture (cabinets, chairs and tables)
5. Setting up a budget by the committee for the "Literacy Room"
6. Finalising the concept regarding content and organisation (English/German)
7. Teacher trainings seminars for the teaching staff of the Leksheyling School (monks and Nepali teachers)
8. Sub concept: The Literacy Room as an integrative part of the lessons at the Leksheyling School
9. Fundraising, PR
10. Cooperation with the organisation Read Nepal
11. Integration into the UNESCO project "Family Literacy in Nepal"
12. Integration into the Aladin network of the UNESCO Institute for Lifelong Learning, Hamburg

Costs for building up the new Literacy Room up to present (2013)

(Invested by the monastery)

An amount of 1000€ was invested out of the UNESCO Literacy Prize 2010, Family Literacy, Hamburg. 150 Euros were sponsored by Ani Kelsang. The plan is to buy more books, materials and a photo-copy-machine.